Literatura académica sobre el tema "Feedback, attitude, perception, self-efficacy"
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Artículos de revistas sobre el tema "Feedback, attitude, perception, self-efficacy"
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Liu, Wenbin y Bernard Gumah. "How perceived value of feedback influences its impact on self-efficacy". Social Behavior and Personality: an international journal 48, n.º 6 (2 de junio de 2020): 1–9. http://dx.doi.org/10.2224/sbp.9155.
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We tested the effect of feedback on the self-efficacy of 317 people from other countries who were teaching English in China, to establish the influence of their perceived value of feedback on the relationship between feedback seeking and receiving and self-efficacy. We used hierarchical regression to analyze the data and found that participants' perceived value of feedback seeking had a significant positive moderating effect on their feedback seeking and self-efficacy. In addition, value perceptions played a critical role in determining behavior through feedback. A practical implication of these results is that managers and employees should cultivate a positive feedbackseeking and receiving attitude to enhance self-regulation.
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García Gutiérrez, Carol Andrea y Norma Constanza Durán Narváez. "Revisiting the Concept of Self-efficacy as a Language Learning Enhancer". GiST Education and Learning Research Journal, n.º 15 (23 de enero de 2018): 68–95. http://dx.doi.org/10.26817/16925777.391.
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Individuals’ self-efficacy beliefs determine the ways they perform in any domain, since they reflect the extent to which people feel capable to achieve certain accomplishments Bandura (1997). This paper describes how a group of intermediate school students’constant failure in the exams, demotivating attitudes, apathy and reluctance to learn English as a foreign language, relate with their perceived capability, self-perception and their prior experiences as language learners. This descriptive and exploratory case study was developed in a private language centre and involved 11 participants. The goal of the study was to understand the causes of the students’ demotivation and reluctance to the language. For this purpose, autobiographies become a springboard to examine students’ language learning experiences. This information was analysed based on the grounded theory approach proposed by Freeman(1998), and findings reveal that the inadequate teachers’ discourse, classroom environment, rapport and feedback strategies influenced students’ perceived capability to perform in the English class. In addition, the data showed that the supportive role of parents and relatives, encouraged learners to adopt a resilient attitude with respect to the difficulties while learning the language.
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Zhu, Lei. "Error Correction in the Intensive Reading Class of English Majors". English Language and Literature Studies 7, n.º 4 (2 de noviembre de 2017): 66. http://dx.doi.org/10.5539/ells.v7n4p66.
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This study explores similarities and differences of students’ and teachers’ attitudes toward corrective feedback in ESL teaching in terms of feedback efficacy and participant’s perception of the feedback. Taking an empirical case study approach, the researcher followed closely six English teachers and two classes of English juniors. Questionnaires for both teachers and students and interviews with them respectively are the source of data. The research findings indicate that students are more confident about error correction than teachers. Subsequently, the direct corrective feedback seems to be more effective than indirect ones. And their attitudes about strategies seem to be a more decisive factor that influences the effectiveness of these strategies, because the strategy of negotiation of form, on which the students and the teachers hold the same attitude, enjoys the highest degree of students’ perception.
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Park, Sanghyun y Yina Shin. "The Structural Relationship of Students’ Perception of Feedback, Interest, Self-Efficacy, Class Attitude, and Achievement in the Middle Schools". Korean Association For Learner-Centered Curriculum And Instruction 21, n.º 9 (15 de mayo de 2021): 899–910. http://dx.doi.org/10.22251/jlcci.2021.21.9.899.
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Wang, Ling, Chia-Wen Lee, Timothy Mantz y Huang-Chia Hung. "Effects of Flow and Self-Construal on Player Perception of Brand Personality in Advergames". Social Behavior and Personality: an international journal 43, n.º 7 (16 de agosto de 2015): 1181–92. http://dx.doi.org/10.2224/sbp.2015.43.7.1181.
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We explored the effect of racing advergames on player perception of brand personality and investigated the roles of flow and self-construal in this effect. Participants were 202 male students at colleges in the United States and Taiwan, and they completed pretest and posttest scales relating to their feeling and attitude toward brands before and after playing the racing advergame. The results showed that, when playing advergames, flow and self-construal interacted to influence perception of brand personality. Gamers experiencing high flow during the game provided positive feedback on brand personality, whereas gamers experiencing low flow provided negative feedback. Gamers with an interdependent self-construal reported higher scores for evaluation of brand personality after playing advergames than did gamers with an independent self-construal.
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Lewis, Stephen P., Yukari Seko y Poojan Joshi. "The impact of YouTube peer feedback on attitudes toward recovery from non-suicidal self-injury: An experimental pilot study". DIGITAL HEALTH 4 (enero de 2018): 205520761878049. http://dx.doi.org/10.1177/2055207618780499.
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Background Non-suicidal self-injury (NSSI) is a serious public health concern facing adolescents and young adults worldwide. Despite growing concern that accessing NSSI content on the internet may negatively influence perceptions toward NSSI recovery, no studies have examined actual impacts. Objectives This experimental pilot study assessed the impact of exposure to hopeless versus hopeful peer messages on perceptions toward NSSI recovery. It was hypothesized that exposure to hopeless messages would lead to more negative perceptions about NSSI recovery whereas the opposite would occur for hopeful messages. Methods We developed fictional peer comments embedded in a screenshot of an NSSI-themed YouTube video and randomly assigned participants to either hopeless or hopeful recovery-oriented comments. Participants’ attitudes toward NSSI recovery, recovery-oriented subjective norms, and recovery self-efficacy were measured pre- and post-exposure using an online questionnaire. Results Sixty-one participants with a self-reported NSSI history (mean age 20.89 years) completed the online survey. There was a statistically significant effect for attitudes toward recovery. Within the hopeful comment condition, there was an increase in positive attitudes toward recovery and in recovery-oriented subjective norms. Participants exposed to hopeless peer messages did not report an increase in hopeless attitudes toward NSSI recovery. Conclusions Our pilot study indicated that exposure to hopeful online messages improved positive attitudes toward recovery and recovery-oriented subjective norms, while exposure to hopeless messages did not increase hopeless attitudes. Future research on the impacts of online peer comments on one’s attitude toward NSSI recovery and support-seeking behavior could further inform practices and policies.
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Burçin Hamutoğlu, Nazire, Emine N Ünveren-Bilgiç, Hurşit Cem Salar y Yusuf L Şahin. "The Effect of E-Learning Experience on Readiness, Attitude, and Self-Control/Self-Management". Journal of Information Technology Education: Innovations in Practice 20 (2021): 093–120. http://dx.doi.org/10.28945/4822.
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Aim/Purpose: This study aimed to reveal the effect of the previous Internet-based education (IBE) experiences of the students’ readiness, attitude, and self-control / self-management variables towards the e-learning process, and also to determine their opinions. Background: The institutions have made efforts to ensure the continuity of education through their learning management systems and the necessity of addressing the e-learning process from the perspective of students once again showed itself as an undeniable fact. Accordingly, the necessity to consider holistically the variables of readiness, attitude, and self-control/self-management, which affect students’ adaptation to e-learning process, has once again emerged based on the relevant literature. Methodology: This research based on the simultaneous mixed method considering the previous IBE experiences of 75 Computer Education and Instructional Technology (CEIT) students taking part in the study in Turkey. The quantitative results of the study were analyzed based on the single-group pretest-posttest weak experimental design. Qualitative results were obtained through the structured interview form and set an example for the case study. Contribution: The results showed that regardless of students’ previous Internet-based education (IBE) experience, it is seen that increasing and continuous experience has a significant effect on the readiness, attitude and self-control / self-management variables towards the e-learning process. The main contribution of experimental results showed that IBE experience is effective on individuals’ perceptions of internet self-efficacy, and has an impact on the self-learning skills of individuals. In addition to this, the e-learning experience has an impact on individuals’ self-evaluation. It is also seen that the certificate presented to learners in the e-learning environment has a positive effect on students’ attitudes towards e-learning processes. Finally, the experiences of e-learning processes, the methods used to transfer the content in the learning environment, the motivation and feedback provided to the learner also support the significant difference obtained in terms of readiness, attitude and self-control / self-management. Findings: After the findings were analyzed holistically in depth, it has been observed that; if the contents offered to students in e-learning environments support their professional development, in this case, their attitudes, readiness (excluding the sub-dimension of learner control), and self-control/self-management skills for these environments differ significantly in the posttest. It is also among the results that students having previous IBE experience have not higher awareness levels on online communication self-efficacy, technology use self-efficacy, readiness for e-learning, e-learning predisposition, self-reinforcement, self-control management, although significantly found. The findings regarding the effectiveness of the experimental process are as follows: Although it is possible for the students having previous IBE experience to use these experiences within the course for their personal development, it has been seen that the observed differences regarding students’ readiness, attitude, and self-control/self-management towards e-learning processes arise from the experimental operation. Recommendations for Practitioners: It is recommended for the policy-makers and practitioners that while e-learning platforms were designing, using different methods for delivering the content is as important as making the interaction meaningful and sustainable. In addition to this, to develop a positive attitude it is recommended that individuals’ participation of an e-learning platform should be supported with a certificate. Recommendation for Researchers: Researchers should test the obtained results by a well-structured e-learning platform with their recorded activities on the platform (e.g. in which section was used mostly by a learner etc.). Hence, the impact of IBE experiences might be discussed in an up level framework. Impact on Society: Actually, this study is based on a mix design and the results were also meaningful especially considering the implacable global pandemic. It is clearly understood by this process that e-learning is very important. In line with this, to support the e-learning process (e.g. with the method while delivering the content, well-structured feedback, motivation strategies etc.) and make it sustainable, the increasing of individual’s readiness, attitude, and self-control through the IBE would be indispensable. Future Research: Future studies might focus on the longitudinal methods. It is worth to find out how the students experiences affect the sustainability of the course content, and what should the program developer make to improve their course content in line with the findings of longitudinal studies.
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Al-Zalfawi, Salman Mohammed, Syed Imam Rabbani, Syed Mohammed Basheeruddin Asdaq, Abdulhakeem S. Alamri, Walaa F. Alsanie, Majid Alhomrani, Yahya Mohzari, Ahmed A. Alrashed, Abdulaziz H. AlRifdah y Thabet Almagrabe. "Public Knowledge, Attitude, and Perception towards COVID-19 Vaccination in Saudi Arabia". International Journal of Environmental Research and Public Health 18, n.º 19 (25 de septiembre de 2021): 10081. http://dx.doi.org/10.3390/ijerph181910081.
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Coronavirus disease-19 (COVID-19) is a highly contagious infection that mainly affects the respiratory system of patients. To date, more than 10 million people have been affected by this virus, and Saudi Arabia has also reported over 210 million cases. At present, there is no established treatment for COVID-19. Vaccination is one of the ways to defeat the pandemic. Recent reports have indicated rare but serious adverse events after vaccination, causing an anxious response from the general public worldwide. Therefore, this study was aimed at evaluating the knowledge, attitude, and perception of the COVID-19 vaccine among the Saudi population. This study is a cross-sectional, web-based online survey conducted using a snowball sampling technique. A self-administered questionnaire prepared in Arabic and English was used to collect feedback from the general population on their knowledge, attitudes, and perceptions about the COVID-19 vaccine. Participants (n = 2022) from different regions of the country replied to the questions. The responses to the questions were recorded on a spreadsheet and analyzed using the SPSS software. Statistical analysis was performed using one-way ANOVA and non-parametric tests to draw conclusions about the results. Multivariate stepwise regression analysis was performed to determine the association between the knowledge, attitude, and perception scores and the demographic variables. p < 0.05 was used to indicate the significance of the data. The data from the study indicated that most of the participants were males (81%), between 18 and 59 years of age (85.9%), Saudi nationals (98.3%), and possessed graduation or above as a qualification (62.9%). The results suggest that a major portion of respondents have satisfactory knowledge (76%), a positive attitude (72.4%), and perception (71.3%) towards the use of COVID-19 vaccines. Their responses can be categorized as between ‘good’ and ‘fair’. However, 30–40% of respondents lacked information about COVID-19 vaccination availability for under 18-year-olds as well as for pregnant women, in addition to the lack of knowledge about the serious unreported adverse reactions and long-term protection offered by the vaccine against coronavirus. The correlation analysis between the variables (p > 0.05) indicated that the response to the KAP domains has no direct relationship. The survey results suggest that most of the Saudi population has sound knowledge and a positive attitude and perception. Since the COVID-19 vaccines have been approved for use in pregnancy and above 12-year-old children by health authorities, the lack of information shown by a significant percentage of participants requires strategies to update this information. Awareness programs targeting all sections of the population must be continued to provide all the updates, including vaccinations for pregnant women and children.
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Ningsih, Sri Kusuma y Herri Mulyono. "Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions". International Journal of Interactive Mobile Technologies (iJIM) 13, n.º 08 (2 de agosto de 2019): 167. http://dx.doi.org/10.3991/ijim.v13i08.10730.
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<p>This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers.</p>
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Rastorgueva, Elena. "Innovative aspects of feedback delivery in management process by applying emotional intelligence". SHS Web of Conferences 116 (2021): 00031. http://dx.doi.org/10.1051/shsconf/202111600031.
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This article focuses on examining new specific practical recommendations for delivering feedback in the process of staff management in organizations by applying the resources of emotional intelligence. Managers’ I-statement mistakes, imperceptible at first sight, are analyzed and explained from the point of view of their psychological correctness; ways of correcting them are presented. In detail, with real-life examples of the feedback in the organizations, it is explained how a leader can take into account the psychological difficulties of feedback perception and increase its effectiveness. Thus, the following mistakes of the feedback are analyzed: the feeling the one giving feedback is not mentioned at all; his feeling is generalized; it is determined in an unspecified way or expressed to a person in general; the person’s behavior, which evokes a feeling, is not described at all or is described in an unspecified way; it is not specified what exactly has caused a feeling in a communicative situation; a conclusion on the person’s actions and the person in general as a generalization of his actions; exaggerating; identifying a trait of character of someone’s actions as a generalization of his actions; emphasis; describing internal processes of another person; expressing another person’s attitude to something or someone; a subjective evaluation; interpreting a person’s actions; an instruction (lecturing, sermonizing); a tirade; a mockery; an accusation; comparing a person with someone; a condemnation; a threat, an insult, a humiliating statement; condescending phrases; a wish; a request. Correct I-statements are a universal mechanism of self-regulation, self-support.
Tesis sobre el tema "Feedback, attitude, perception, self-efficacy"
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Vanli, Gokce. "Student And Instructor Perceptions On Feedback To Student Writing". Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615711/index.pdf.
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Giving written feedback to students&rsquoessays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo
writing. In contrast, there have been very few studies on the teacher and students&rsquo
perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo
expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo
perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student&rsquo
s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students&rsquo
expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students&rsquo
gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students&rsquo
writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.
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Wallace, Scott Taylor. "The role of social standards, self-efficacy, and social feedback in social anxiety". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28306.
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The present study was conducted to examine the self-reported social standards of socially efficacious and non-efficacious individuals. Converging evidence from different research domains, including studies on self-attentional processes and standard-setting in performance motivation, suggests that the socially anxious person may have standards for him or herself that are beyond that person's perceived abilities; alternatively, standards may be so high that they are beyond the reach of even the most socially confident person.
Ninety-six male undergraduate students were dichotomized into low and high social-efficacy groups on the basis of their response to a measure of self-efficacy and anxiety in social situations. The subjects were told they would be interacting with a female research assistant in order to practice before meeting another subject. The success of the practice interaction was manipulated by varying the assistant's behavior and feedback by the experimenter so that subjects believed they handled the conversation well or not well; a third condition was included with no feedback. Subjects were asked to rate their standards using a visual scale that displayed different levels of social interaction. The standards rated were: (1) the level of interaction that they consider successful, (2) the level of interaction that they would be happy with, (3) the level of interaction they think the experimenter wants, and (4) the level of a typical interaction. Additional measures were included to assess other aspects of standard and to determine the success of the manipulations.
The results revealed that there is a consensus among high and low
social-efficacy persons of what constitutes a successful interaction. The distinguishing feature appeared to be what level of interaction high and low efficacy persons are happy with and the level of interaction they felt capable of achieving. Low efficacy subjects had lower expectations and lower minimum goals of satisfaction whereas high efficacy subjects expected to achieve a level of interaction at least as high as their personal standard and beyond the level that they thought most others achieve. Further, when the interaction was successful, high efficacy subjects thought the situation demanded a lower level of interaction than they were capable of; low efficacy subjects, given the same successful experience, reported the demands of the situation to be higher than they felt capable of.
The results hint at a dysfunctional standard-setting process in socially anxious persons whereby success is interpreted in a manner that may maintain anxiety. The implications that these results have for the treatment of shyness, and future directions for research on standard-setting are discussed.Arts, Faculty of
Psychology, Department of
Graduate
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Curran, Chaney L. "In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699855/.
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The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of (a) the quantity and quality of feedback from formative evaluation, (b) toward feedback from formative evaluation, and (c) the impact of feedback from formative evaluation on teacher self-efficacy. In addition to calculating correlation coefficients, 6 teachers were interviewed – 2 each from high, medium, and low efficacy schools. The quantitative data reported low, positive correlations between all of the factors. Statistically significant correlations were found between 8 of the 12 factors including teacher attitudes toward feedback from formative evaluation and: overall Teacher Sense of Efficacy Scale (r = .302), student engagement (r = .309), instructional strategies (r = .237) and classroom management (r =.266). Other statistically significant correlations were found between teacher perceptions of the impact of feedback from formative evaluation and its relationship to self-efficacy and: overall Teachers’ Sense of Efficacy Scale (r = .295), Student Engagement (r = .300), Instructional Strategies (r = .209), and Classroom Management (r = .282). The face-to-face interviews and online focus group supported the quantitative findings as the participants reported that they value formative evaluation and feedback and deem it a necessary component of professional growth. Participants felt that they would benefit from an increased number of formative evaluations followed by specific, frequent and positive feedback. The participants indicated that their self-efficacy was not negatively impacted by infrequent observations and/or feedback that lacks detail.
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Du, Eliane. "Factors that impact on the usability of computerised cognitive behavioural therapy (CCBT) : mixed methods studies". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22999.
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Computerised Cognitive Behavioural Therapy (CCBT) has been recommended for patients in the National Health Service (NHS) Primary Care across the United Kingdom for management of mild to moderate anxiety and depression. This approach also promises financial savings, and may fill the gap between demand and supply of face-to-face therapy. Studies have shown that CCBT is feasible and effective. However, dropout rates can be as high as 86%, but the reasons remain unclear and the information available is limited. This thesis explores factors that may impact on the usability and user experience of this computer-mediated therapy. Espousing the “real world” research philosophy and widely used methods in the Human-Computer Interaction (HCI) field for usability evaluations, four studies using a mixed-methods design were conducted. Study I was an online usability survey, which investigated if usability evaluations had been conducted for CCBT applications. Two versions of questionnaires were sent to four CCBT software developers and ten authors of randomised controlled trials. The categories and responses of the questionnaires gathered from five respondents were reviewed and summarised. The findings suggested that usability evaluations for CCBT were still in their infancy when compared to other healthcare interventions to which HCI approaches have been widely applied. Study II was a usability Heuristic Evaluation (HE) conducted with four expert evaluators to assess two different CCBT applications’ interfaces (MoodGYM and Living Life to the Full) against the self-designed usability heuristics for their compliance. The findings revealed numerous usability issues. Major problems related to navigation and inconsistency of the interfaces were identified. These could be rectified to enhance the user experience. Study III focused on other factors besides usability that might have an influence on the effective use of CCBT. Perceptions of service providers who were involved in both decision-making about CCBT availability and supporting its use were gathered. Nine service providers at different NHS organisations were interviewed. The interviews were analysed using techniques from Grounded Theory (GT). The findings suggested that the practitioners’ attitudes towards CCBT might have affected its service delivery. Four categories from the data analysis were identified: (1) shaping behaviour, (2) implementing and delivering, (3) making an appropriate referral, and (4) technology/CCBT packages - advancing with time. A conceptual model was also generated, “building support around CCBT”: a road-map that could address some of these issues. Study IV examined patients’ perceptions and acceptance of a CCBT application (Beating the Blues), its usability and the user experience, and also whether the user characteristics (e.g. computer experience (CE) and computer self-efficacy (CSE)) had any influence on patients’ use of this technology. A mixed-methods approach was utilised with a sample of 33 participants. Face-to-face and email interviews were conducted. Feedback was also gathered from a usability questionnaire and think-aloud protocol with seven participants selected from the sample. The data were analysed using Thematic and Saliency Analysis to uncover themes. Descriptive statistics were used to describe data from questionnaires. Two overarching themes from the interviews were identified: (1) access to CCBT services, and (2) perceptions and attitudes towards CCBT. Both themes revealed issues which might have significantly impacted on patients’ engagement with CCBT. Numerous flaws were also discovered in the application’s design and functionality (e.g. navigation, aesthetics, relevance of content, and inflexibility). However, the results from CE and CSE questionnaires suggested that participants were confident in using this technology. The four studies provided an in-depth understanding of factors that affect the usability and user experience of CCBT and possible reasons for the high attrition rates. The implications of this research point to the need for health policymakers to focus on the current implementation issues and on how best to deploy this treatment therapy to patients. Further development of CCBT is pivotal to its success, in particular, expanding contexts of use and increasing usability evaluations. Keeping users interested and engaged will improve treatment efficiency, completion rates and will achieve better clinical outcomes.
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Huang, Han-Wei y 黃翰偉. "The Effect of“Assessment Feedback”on Students’Mathematics Learning Attitude, Learning Strategy and Self-efficacy for 8th Grade Students". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/29476546079186155810.
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碩士淡江大學
教育科技學系碩士在職專班
101
This research aims to explore the effect of “assessment feedback” on students’ mathematics learning attitude, strategy and self-efficacy in two classes of 8th graders of junior high school. The research subjects are students from two seventh-grader classes by using experimental research method at a New Taipei City Junior High School. The experimental group of 32 students was appointed randomly out of two classes. After mathematics tests on each chapter, the students were given “Assessment Feedback” pedagogy and then analyze students by applying S-P learning diagnosis chart. Their answers were classified in the Student-Problem Chart, and based on the results of the chart; the researcher then corrected their mistakes and errors by using personal quiz which was developed by the researcher. The other class was the control group of 30 students; they were given a traditional way “Revision Pedagogy”, which were explanations and corrections of mathematics problem solving questions after of each mathematics chapter test. The teaching experiment lasted for six weeks; all students took a personal prelim quiz and questionnaire on mathematics learning attitude, strategy and self-efficacy both pre- and post-experiment. The research tools were mathematical learning questionnaire and personal prelim quiz. At last the one-way ANOVA was adopted to compare the difference and changes of two classes on their mathematics learning attitude, learning strategy and self-efficacy. The major research findings are as the following: 1.The results of students who accepted different forms of feedback in self-awareness and learning ambition under the learning attitude perspective showed an insignificant difference. The results under the performance perspective, learning method, scheme, habit and manner were insignificantly. 2.The results of students who accepted different forms of feedback under learning strategy perspective in critical thinking have presented significantly differences. But drill practice strategy, organization and delicacy, monitoring strategy, adjustment strategy, scheme strategy, effort strategy, time and environment management, supporter strategy have not shown a notable difference. 3.The results of students who accepted different forms of feedback under self-efficacy perspective in effort persistency, language persuasibility, task achievement, proficient experience, replacement experience, body and mind status, and learning environment have not shown a significant difference. 4.The results of students who accepted different forms of feedback under self-awareness perspective in self-awareness and learning scheme have presented a substantial difference. But no major differences in learning ambition, learning method, learning habit and learning manner. 5.The results of students who accepted different forms of feedback under learning strategy perspective in monitoring strategy and effort strategy have not shown major differences. In drill practice strategy, organization and delicacy, monitoring strategy, adjustment strategy, scheme strategy, effort strategy, time and environment management, supporter strategy have not shown a notable difference. 6.The results of students who accepted different forms of feedback under self-efficacy perspective in replacement experience have shown a distinguishable result. But in effort persistency, language persuasibility, task achievement, proficient experience, replacement experience, body and mind status, and learning environment have not shown a significant difference.
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Chen, Guan-Chi y 陳冠綺. "A Study of the Effects on Learner's Self-Efficacy，Learning Attitude and Learning Achievements in Self-Regulated Activities by Providing the Feedback-Assignment Mechanism". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/86572151496317388025.
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碩士國立臺南大學
數位學習科技學系碩博士班
102
Self-learning becomes a popular learning strategy and an important research issue, which tries to assist learners to achieve more learning objectives, and thus enhance the learners' self-efficacy and learning achievement in the self-regulated activities. Therefore, In this thesis, we proposed a feedback-assignment mechanism to enhance the effectiveness of self-regulated learning，fifty-five students of a vocational school in Tainan were selected to join this experiment for a period of six weeks. There were two ways, one was to provide the feedback-assignment mechanism by teacher and the other one was to provide the feedback-assignment mechanism by peers. Research results show that : our proposed feedback-assignment mechanisms can help self-efficacy, learning attitude and learning achievement and have a positive attitude towards learning benefits. The feedback- assignment mechanism by peers is better than the one by the teacher in learners’ motivation for the self-regulated learning
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Hsu, Ming-Chih y 徐明芝. "A Study of the Effect of Teachers'' Feedback form and Quality on Students'' Learning Motivation, Attitude, Adjustment and Self-efficacy". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06965273575111056676.
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碩士淡江大學
教育科技學系碩士在職專班
103
This study aims to investigate the influence of teachers’ feedback form and quality in Chinese class on different grades and sexes of junior high school students’ learning motivation, learning attitude, learning adjustment and self-efficacy. Relevant studies evidenced that teachers’ feedbacks for students are required to be positively encouraged. Related data were collected by the questionnaire survey. The participants included the students of Grade Seven, Eight, and Nine from a junior high school in Hsinchu(新竹) County. Two hundred and seventy one copies of questionnaire were delivered with 268 valid responses returned. The data received were statistically analyzed in terms of descriptive statistics, T-test, and One Way ANOVA(Analysis of Variable), which obtained the results as follows: (1)It presents no difference in “working value,” “self-efficacy,” and “positive affection” in the aspect of “learning motivation” in terms of the background variable, “grade.” (2)It makes no difference in “learning habit,” “learning method,” and “environmental perception” in the aspect of “learning attitude” in terms of the background variable, “grade.” (3)It does not show any difference in “cognitive strategy” and “expectancy for strategy regulation,” while shows a difference in “effort and persistence strategy’ in the aspect of “learning adjustment” in terms of the background variable, “grade.” (4)It has no difference in “task achievement,” “mastery experience ,” and “learning environment” in the aspect of “self-efficacy’ in terms of the background variable, “grade.” (5) It presents no difference in “working value,” “self-efficacy,” and “positive affection” in the aspect of “learning motivation” in terms of the background variable, “sex.” (6) It makes no difference in “learning habit,” “learning method,” and “environmental perception” in the aspect of “learning attitude” in terms of the background variable, “sex.” (7) It does not show difference in “cognitive strategy,” “expectancy for strategy regulation,” and “effort and persistence strategy” in the aspect of “learning adjustment” in terms of the background variable,“sex.” (8) It has no difference in “task achievement,” “mastery experience ,” and “learning environment” in the aspect of “self-efficacy” in terms of the background variable, “sex.” Based on the research conclusion, several implications were proposed for the school in order to provide one direction for current teachers as well as a crucial reference database of teachers’ self-adjustment in teaching.
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Lin, Meng-Hua y 林孟鏵. "The Study of Perception of Significant Others’ Mathematics Attitude, Self-Efficacy and Learning Engagement for the 5th and 6th Graders in Yunlin County". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/sw5jq4.
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碩士大葉大學
教育專業發展研究所
103
The main purposes of this study were to examine the relationship among significant others’ mathematics attitude, self-efficacy, and learning engagement for the 5th and 6th graders. Firstly, this study attempted to analyze significant others’ mathematics attitude, self-efficacy, and learning engagement among the 5th and 6th graders of different backgrounds. Then, this study would do a correlation analysis among significant others’ mathematics attitude, self-efficacy, and learning engagement of the 5th and 6th graders. Lastly, this study was to examine whether significant others’ mathematics attitude and self-efficacy could be the predictors of learning engagement for the 5th and 6th graders. There were 239 elementary school students selected by cluster sampling in Yunlin county. The research tools included an Significant Others’ Mathematics Attitude Scale, Self-Efficacy Scale, and Learning Engagement Scale. The statistical analyses included t-test, Pearson correlation, and step-wise multiple regression Analysis. The findings of this study were summarized as follows: (a) There were significant differences between genders and self-efficacy in math confidence. Boys have higher mathematics self-efficacy than girls. (b) There were significant differences between genders and learning engagement in math behavior. Girls have higher behavior engagement than boys. (c) There were no significant differences on significant others’ mathematics attitude, self-efficacy, and learning engagement between different grades. (d) There were significant correlations between significant others’ mathematics attitude and self-efficacy; also significant correlations between significant others’ mathematics attitude and learning engagement; and significant correlations between self-efficacy and learning engagement. (e) Significant others’ mathematics attitude and self-efficacy could predict learning engagement.
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Lepage, Mario. "Évaluation comparative de stratégies visant à augmenter les interventions de courte durée en cessation tabagique auprès du personnel infirmier de milieux hospitaliers". Thèse, 2009. http://hdl.handle.net/1866/3568.
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Introduction : Les résultats de recherches ont démontré que la cessation tabagique augmente là où des interventions professionnelles préventives sont appliquées avec constance. On rapporte qu’au Québec, 62 % des infirmières (toutes pratiques confondues) évaluent le statut tabagique de leurs clients et 38 % suggèrent la cessation tabagique. En milieu hospitalier, l’évaluation du statut tabagique diminue à 30 %. Or, le personnel infirmier hospitalier est présent dans les unités de soins 24 heures sur 24, ce qui laisse prévoir une influence potentielle non négligeable dans la décision des patients de cesser de fumer. Objectif : La présente recherche a pour objectif de comparer, avec un groupe contrôle, l’efficacité de stratégies (formation interactive, rappel, multiple) pour augmenter les interventions réalisées en cessation tabagique dans des unités de médecine et de chirurgie. Le choix de ces stratégies repose sur leur efficacité et leur potentiel d’implantation dans d’autres centres. Méthodologie : Un devis expérimental avec randomisation par groupe a été choisi. Le modèle factoriel permet d’évaluer l’effet de chacun des groupes expérimentaux en regard du groupe contrôle. Des mesures préstratégies et poststratégies (à 1 mois et à 3 mois) sont privilégiées. Plusieurs outils permettent de mesurer les effets des stratégies et ce, avec des sources diversifiées (personnel infirmier, patients, dossiers des patients, gestionnaires et responsables des centres d’abandon du tabac). Résultats : Au total, 156 infirmières et infirmières-auxiliaires ont répondu à des questionnaires au temps 1, 78 au temps 2 et 69 au temps 3. Parallèlement au personnel infirmier, 156 patients ont été rejoints au temps 1, 89 au temps 2 et 98 au temps 3. Les résultats démontrent que le personnel infirmier évalue le statut tabagique chez 35,7 % de la clientèle seulement et la motivation à cesser de fumer chez 17,6 % des patients. Au cours de notre recherche, peu d’interventions en cessation tabagique ont été réalisées dans les unités de médecine et de chirurgie; la présence de plusieurs obstacles de même qu’une perception d’inefficacité des interventions de la part du personnel infirmier semblent en être les causes. Les résultats de notre recherche ne nous a pas permis d’appuyer nos hypothèses. Cependant, des analyses complémentaires ont démontré que la stratégie de formation interactive a permis d’augmenter certaines pratiques cliniques à court terme et de diminuer la perception d’obstacles à l’intervention. Le rappel n’a pas fonctionné correctement et n’a pu être évalué. Conclusion : En considérant les résultats modestes des stratégies implantées, la formation interactive a eu un impact à très court terme sur les interventions courtes en cessation tabagique réalisées par le personnel infirmier d’unités de soins en médecine et en chirurgie. Les difficultés rencontrées lors de l’implantation des stratégies ont été expliquées, ce qui permettra une planification plus éclairée de futures recherches dans le domaine.Introduction : Research results demonstrate a decrease in cigarette smoking when preventive professional interventions are routinely carried out. The Quebec recent literature reports that, nurses from different working areas assess their patient smoking habits 62 % of the time and recommend cessation in only 38 % of the situations. When this assessment is realized by hospital nurses, this percentage drops around 30 %. Knowing that nursing staff is present at the bedside 24 hours a day, a non-negligible influence of tobacco counselling by nurses is of potential interest for hospitalized patients. The objective of the present study is to compare, on medical and surgical units, the effectiveness of three strategies (interactive educational session, recall, and both together) to a control group, on the number of nursing interventions pertaining to cessation of cigarette smoking. Choice of those three strategies is based on reported effectiveness and transferability potential. Research design is experimental with group randomisation. Factorial model opens possibility to assess impact of each of the three strategies versus the control group. Pre and post strategy multi-measurements (at 1 and 3 months) are sought from nursing staff, patients, patient charts, management, nurses in charge of the centers for tobacco cessation. Results : Nursing staff completed questionnaires at time 1 (N = 156), at time 2 (N= 78), and at time 3 (N=69). Similarly, 156 patients were interviewed at time 1, 89 at time 2, and 98 at time 3. Results show that nursing staff assesses cigarette smoking habits for only 35,7 % of the patients, and their intent to stop smoking only 17,6 % of the time. Very few tobacco counselling interventions are carried out on medical and surgical units by nursing staff. Some barriers are identified, and nursing staff perceives a non-self-efficacy with regard to those interventions. Results do not allow confirmation of hypotheses. However, complementary statistical analyses show that the educational strategy increases the number of nursing interventions during a short period, and decreases perception of barriers to tobacco counselling. Impact of recall could not be assessed as it was not introduced as planned. Conclusion : Considering modest results from the strategies, the interactive educational sessions shows a short term effect on the nursing staff’s interventions,. The difficulties encountered during implementation of the strategies have been explained, which will be useful when planning future research in tobacco cessation.
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Gold, Sharon. "Measuring social competence, task competence and self-protection in an organisational context". 2009. http://hdl.handle.net/1959.13/44576.
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Research Doctorate - Doctor of Philosophy (PhD)In Chapter 1, I describe social competence, task competence and self-protection in an organisational context. In Chapter 2, I review key self theories and relate them to the self-competence construct. In Chapter 3, I review the research on self-competence to show that there is a need for a construct of social competence and self-protection. I discuss the limitations of three self-competence theories: Bandura’s (1977) self-efficacy theory, Williams and Lillibridge’s (1992) self-competence theory and Tafarodi & Swann’s (1995) self-competence/self-liking theory. In Chapter 4, I present my selfcompetence model. I raise the research questions and specify my hypotheses. In Chapter 5, I describe the construction of Social and Task Competence Scale. I present evidence of the reliability and factor structure of the Social and Task Competence Scale. I concluded that scale revisions were needed. In Chapter 6, I present evidence of the reliability, factor structure and predictive validity of the revised Social and Task Competence Scale and Self-Protection Scale. I describe the results of an experiment that investigated the interaction of task setting, social competence, task competence and selfprotection. I concluded that the measures predicted performance. In Chapter 7, I investigate the factor structure and reliability of the revised Social and Task Competence Scale and revised Self-Protection Scale. I provide evidence of the convergent and discriminant validity of these measures with reliable measures of self-competence, selfesteem, self-monitoring, personality and social desirability. In Chapter 8, I investigate the factor structure and reliability of the Social and Task Competence Scale and Self-Protection Scale after final revisions and show that these measures are acceptable for use in scientific research. I present evidence of their convergent validity with a valid andreliable measure of emotional intelligence, and describe experimental results that supported the hypothesised relationships between perceived task difficulty, social competence, task competence and self-protection and task performance. In Chapter 9, I discuss the implications of my research for self-competence theory, self-regulation and self-esteem and the prediction of social and task performance in organisations.
Libros sobre el tema "Feedback, attitude, perception, self-efficacy"
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The influence of coping strategies, performance and attributional feedback on skills, attributions and self-efficacy. 1987.
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The effect of performance deception on self-efficacy and maximal performance on a weightlifting task. 1991.
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The effect of performance deception on self-efficacy and maximal performance on a weightlifting task. 1989.
Buscar texto completoCapítulos de libros sobre el tema "Feedback, attitude, perception, self-efficacy"
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Röhl, Sebastian y Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback". En Student Feedback on Teaching in Schools, 157–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.
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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Galluccio, Carla, Rosa Fabbricatore y Daniela Caso. "Exploring the intention to walk: a study on undergraduate students using item response theory and theory of planned behaviour". En Proceedings e report, 153–58. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.30.
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Physical activity is one of the most basic human functions, and it is an important foundation of health throughout life. Physical activity apports benefit on both physical and mental health, reducing the risk of several diseases and lowering stress reactions, anxiety and depression. More specifically, physical activity is defined as "any bodily movement produced by skeletal muscles that require energy expenditure" (World Health Organization), including in this definition several activities. Among them, walking has been shown to improve physical and mental well-being in every age group. Despite that, insufficient walking among university students has been increasingly reported, requiring walking promotion intervention. In order to do this, dividing students based on their intention to walk might be useful since the intention is considered as the best predictor of behaviour. In this work, we carried out a study on university students' intention to walk and some of its predictors by exploiting Item Response Theory (IRT) models. In particular, we inspected the predictors of intention by mean of Rating Scale Graded Response Model (RS-GRM). Then we used the Latent Class IRT model to divide students according to their intention to walk, including predictors' scores as covariates. We chose the intention's predictors according to an extension of the Theory of Planned Behaviour (TPB), with both classic and additional variables. The formers are attitude toward behaviour, subjective norms, and perceived behavioural control, whereas we used risk perception, self-efficacy, anticipation, self-identity and anticipated regret as additional variables. Data was collected administrating a self-report questionnaire to undergraduate students enrolled in the Psychology course at Federico II University of Naples.
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Jablonkai, Reka R. y Neva Čebron. "Corpora as Tools for Self-Driven Learning". En Language Learning and Literacy, 166–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch009.
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Can EFL students be profitably introduced to compilation of DIY corpora for various ESP domains even at the undergraduate level? How can they benefit from self-directed exploitation of language corpora at such an early stage? What language skills can a corpus-based ESP course enhance? This chapter discusses the advantages and limitations of a structured approach to pedagogical corpus consultation and corpora as self-directed learning tools as applied in an innovative corpus-based ESP course. A multifaceted enquiry of students' assessment and perception of the course - initial feedback, questionnaire, and focus group – was conducted. Results indicate that although students perceived corpus use as a complex activity, their attitude to the corpus approach was positive and they recognised the benefits of corpora as self-directed tools. Suggestions for further improvements of such practices are also discussed.
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Jablonkai, Reka R. y Neva Čebron. "Corpora as Tools for Self-Driven Learning". En Student-Driven Learning Strategies for the 21st Century Classroom, 274–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch018.
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Can EFL students be profitably introduced to compilation of DIY corpora for various ESP domains even at the undergraduate level? How can they benefit from self-directed exploitation of language corpora at such an early stage? What language skills can a corpus-based ESP course enhance? This chapter discusses the advantages and limitations of a structured approach to pedagogical corpus consultation and corpora as self-directed learning tools as applied in an innovative corpus-based ESP course. A multifaceted enquiry of students' assessment and perception of the course - initial feedback, questionnaire, and focus group – was conducted. Results indicate that although students perceived corpus use as a complex activity, their attitude to the corpus approach was positive and they recognised the benefits of corpora as self-directed tools. Suggestions for further improvements of such practices are also discussed.
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Hill, Juniper. "Developing Psychological Enablers and Inhibitors of Creativity". En Becoming Creative, 67–116. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199365173.003.0003.
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In this chapter classical, jazz, and traditional musicians from Cape Town to Helsinki to Los Angeles express how psychological factors can lead to major hurdles in being creative. Two main psychological inhibitors are anxiety and self-perception of lacking potential, which impact motivation at four levels. Multiple sociocultural factors can influence an individual’s anxiety level, self-image, and motivation. The chapter analyzes how these psychological enablers and inhibitors of creativity are shaped by (1) different cultures’ beliefs about talent and potential; (2) identification and relationships with role models, mentors, and peers; (3) formal assessment by authority figures, informal feedback from peers, and self-judgment; and (4) values and attitudes related to perfectionism, making mistakes, and originality.
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Chiang, Li-chun. "Trust and Public Services in E-Government Based on Customer Orientation". En Digital Democracy, 1165–78. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1740-7.ch058.
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This chapter aims to identify the role of risk perception and trust in civil servants’ intention to deliver e-services in e-government. The research method is based on theories on perceived behaviors and technology acceptance. The research uses questionnaires to examine civil servants’ intention to adopt digitalized services in e-government and seeks to measure perceived usefulness of e-services, subjective norm, self-efficacy, technology facilitating conditions, trust towards Information Systems, and perceived risk from the perspective of service marketing (e.g., SSTs, self-service technologies). Structural equation modeling is used to further analyze the data and to design a theoretical model predicting the individual’s intention to trust e-services in e-government. The research results indicate that perceived usefulness cannot directly influence behavioral intention without an attitude of acceptance towards digitalized administration. Further, civil servants do not have high risk perception in using online public services.
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Chiang, Li-chun. "Trust and Public Services in E-Government Based on Customer Orientation". En Electronic Governance and Cross-Boundary Collaboration, 107–21. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-753-1.ch006.
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This chapter aims to identify the role of risk perception and trust in civil servants’ intention to deliver e-services in e-government. The research method is based on theories on perceived behaviors and technology acceptance. The research uses questionnaires to examine civil servants’ intention to adopt digitalized services in e-government and seeks to measure perceived usefulness of e-services, subjective norm, self-efficacy, technology facilitating conditions, trust towards Information Systems, and perceived risk from the perspective of service marketing (e.g., SSTs, self-service technologies). Structural equation modeling is used to further analyze the data and to design a theoretical model predicting the individual’s intention to trust e-services in e-government. The research results indicate that perceived usefulness cannot directly influence behavioral intention without an attitude of acceptance towards digitalized administration. Further, civil servants do not have high risk perception in using online public services.
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Bakhsh, Muhammad, Amjad Mahmood, Nazir A. Sangi y Muhammad Javed Iqbal. "M-Learning Acceptance Among Faculty and Students in Pakistan". En Advances in Marketing, Customer Relationship Management, and E-Services, 187–221. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8015-7.ch011.
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Fast development in mobile phones has enabled higher educational institutions to adapt and initiate mobile technologies. It can also make way for learning using mobile devices and systems. This chapter investigated the present state of student and faculty perception towards m-learning at open and distance educational institutes (ODEIs) in Pakistan. The chapter presents a conceptual model based on technology acceptance model, which explains the factors influencing student and faculty perception towards m-learning acceptance. Since m-learning acceptance mainly depends on personal attitude, this study focuses on individual context. Primary data from students and faculty (N=612) was collected. The SEM results indicate that skill readiness (SK) and self-efficacy (SE) influence perceived ease of use (PEOU) and perceived usefulness (PU), where these two factors along with prior experience (PE) positively influence behavioral intension (BI) to accept mobile learning. Furthermore, the results of this study specifically provide factors which positively influence BI either directly or indirectly.
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Thompson, Kate y Lina Markauskaite. "Identifying Group Processes and Affect in Learners". En Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education, 175–210. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4470-0.ch006.
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In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.
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Thompson, Kate y Lina Markauskaite. "Identifying Group Processes and Affect in Learners". En Gamification, 1479–505. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch075.
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In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.
Actas de conferencias sobre el tema "Feedback, attitude, perception, self-efficacy"
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"Assessing the Graphic Questionnaire Used in Digital Literacy Training". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.
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"Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4189.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.